What ERO national evaluations tell us about effective leadership in early childhood services, kura and schools
|
|
- Julian Bennett
- 7 years ago
- Views:
Transcription
1 What ERO national evaluations tell us about effective leadership in early childhood services, kura and schools Presentation to NZEALS Christchurch, 9 April, 2010
2 Symposium outline Carol Mutch: Introduction and overview Sandra Collins: What ERO knows about effective leadership in early childhood Charles Rolleston: What ERO knows about effective leadership in Māori medium settings Helen Slyfield: What ERO knows about effective leadership in the school development (in relation to schooling improvement and other initiatives) Ross Hanna: Tying the threads together: A case study of leadership in schooling improvement Questions (Carol Mutch, chair)
3 Part 1 Introduction
4 Context for this presentation As well as individual ece/kura/school reviews, ERO conducts evaluations of topics of national interest and evaluations under contract to other organisations This symposium brings together our analysis of these evaluations from across the sector Leadership is one of the five key factors identified in a forthcoming ERO publication, Evaluation at Glance: What ERO knows about effective schools, in which over 30 national evaluation reports were analysed for key themes.
5 Evaluation at a Glance: Effective schools The analysis clearly showed, that schools, regardless of type, location, decile rating or philosophy, provide high quality education when they make evidence based and thoughtful decisions that: focus on meeting learner potential through a careful analysis of needs, progress and achievement promote leadership within an inclusive culture enhance effective teaching engage with their communities implement coherent policies and practices in a cycle of continuous self review
6 Leadership themes Effective leadership begins with the principal who sets the direction but goes beyond that to recognition that all those in leadership, management and governance have roles to play. These roles are clearly defined and grounded in shared visions, values and expectations. Leaders are supported to develop the skills needed for the tasks they undertake. They set the tone for the school culture and build respectful relationships. Leaders celebrate diversity and model inclusive, culturally appropriate ways of operating. They work in partnership with and offer leadership opportunities to other staff, students/children, parents, whānau and people in the broader education community.
7 Part 2 Effective Leadership in Early Childhood Education
8 Chain of Quality Clear Philosophy Effective management High quality educators, professional leadership High quality programmes, environment, interactions Positive outcomes for children Involved Families and Communities
9 National evaluation reports
10 Quality of Assessment in Early Childhood Education Good leadership and strategic direction in a service helped develop and promote a shared and appropriate understanding of, and ongoing expectations for, assessment.
11 Implementing Self Review in Early Childhood Services Leadership support and direction for self review had a positive influence on understanding and implementation. Many of these services had documented the outcomes of review, particularly those related to children. Self review was embedded in practice and integral to their operation.
12 Who leads in ECE? Head teachers Team leaders Centre managers Supervisors Presidents Licensees Leadership teams Coordinators Teaching practice managers Professional service managers Staff Children Trustees Committees Area managers Professional advisors Centre directors Teachers Parents Whānau Centre support workers/staff
13 Qualities of effective leaders sensitive open collegial inclusive innovative inspiring empowering perceptive focused
14 Effective leaders in early childhood services: Foster.. Model Encourage Build.. Consult.. Respond.. Report.. Share. Listen.. Empower. Plan Utilise.
15 So what? Team work Trust and confidence Processes embedded Culture of self review Improved teaching practice Clear direction Parents and whānau actively involved Sustainability
16 Issues leadership in ECE Lack of leadership Negative impact on quality of education Services not having systems or processes to support effective teaching and learning Conflicts and relationship issues
17 Well led early childhood services are places where managers, educators, children and their parents and whānau all have opportunities to contribute and learn. Effective leaders trust and empower educators and children, promoting a collaborative and inclusive culture of continuous improvement for all.
18 Part 3 Effective Leadership in Māori medium settings
19 ERO reviews in Māori medium settings Type of school Type of early childhood service Specific evaluation framework developed in partnership Kura Kaupapa Māori Align to Te Aho Matua principles Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa Kōhanga Reo Align to Te Whāriki and Te Korowai Te Kōhanga Reo National Trust ERO s existing evaluation framework for Schools and ECS Designated Character Schools Reflect unique context/education Te Rūnanga o Ngā Kura ā Iwi Māori Immersion Centres Programmes delivered through the medium of te reo Māori, tikanga Māori Leadership as a review dimension incorporated within kaupapa Leadership as a review dimension clearly defined
20 Leadership in Māori medium settings knowledge, dispositions and skills of effective leaders including strategic thinkers change agents networkers and so forth cultural identity navigating the complex, diverse communities social cultural educational economic
21 The proverb, ka tika a mua ka tika a muri, reflects the critical role of kaumātua in the kura and community. They provide highly valued support, advice and guidance to the principal, staff and whānau. The activities of the kura are based on the collective and collaborative efforts of the board, whānau, principal and staff. Student achievement in all facets of teaching and learning through the kaupapa of the kura is a priority for kaumātua and whānau. Review report (Kura)
22 tikanga Māori also influences the style of leadership that will be most effective
23 Key themes from ERO reports te reo and tikanga Māori were embedded as foundation principles in the kura and consequently normalised the cultural identity and advantage of its community Māori concepts and values such as whakapapa, whanaungatanga, manaakitanga and aroha were valued and embedded within the culture of the kura reinforcing the expectation for collective ownership and responsibility for the type of education provided in the kura
24 Key themes from ERO reports the whānau, hapū and iwi clearly understood how they could contribute to defining and realising vision for their children and the kura, creating leadership opportunities for them within the kura the principal and other leaders were secure and confident in managing their roles and responsibilities which sustained the desire to improve outcomes for students and community a strong presence and participation of kaumātua and kuia in the daily activities of the kura and the contribution of their leadership, knowledge and experience as respected members in Māori communities
25 greater engagement of whānau/hapū/iwi heightened sense of expectation, responsibility and accountability
26 Ehara taku toa i te toa takitahi Engari he toa takitini My strength comes not from me alone but it is the strength of the collective
27 Part 4 Effective Leadership for School Development
28 Findings from ERO contract reviews Most of our contract work has focused on professional development to improve teaching and learning Mainly schooling improvement but also other development across the school The findings are relevant for both principals/ senior leaders and external providers
29 Connections with BES leadership and professional learning and development Our evaluation findings have been generally consistent with the key dimensions the leadership BES and the professional learning and development BES have identified This paper is about what our evaluations have identified within the dimensions The findings are illustrated by examples both within schools and within professional development cluster projects
30 Leadership a juggling act The findings may help leaders juggle the competing demands In a whole school professional learning development there are many leaders Principal Senior management Lead teachers External facilitators
31 Dimensions based on Viviane Robinson et al s work 1. Establishing goals and expectations 2. Resourcing strategically 3. Planning, coordinating and evaluating teaching and the curriculum 4. Promoting and participating in teacher learning and development 5. Ensuring an orderly and supportive environment
32 Establishing Goals and Expectations Vision and specific goals Focusing on students with the lowest achievement Expectations Self review as cyclic approach where it provides the basis for setting the goals, planning the development initiatives and monitoring their progress
33 Planning, coordinating, and evaluating teaching Planning for professional learning and development Baseline information about teaching practices and student learning Design of professional learning and development Focus on improving teaching Plan for up skilling teachers across the school
34 Planning, coordinating, and evaluating teaching Coordinating professional learning and development and teaching Clarify roles, responsibilities and priorities, eg senior managers and lead teachers Evaluating teaching Using the performance management or performance development system to support the developments
35 Planning, coordinating, and evaluating curriculum Using school systems and structures to: plan (e.g., templates for planning) coordinate evaluate
36 Promoting and participating in teacher learning and development Active leadership and support from the principal Gaining teacher buy in Establishing a team Opportunities to participate in professional discussions
37 Resourcing Strategically Preparing resources to encourage and support teaching Making time available for professional discussion and collaborative planning Allocating resources to priorities
38 Part 5 Tying the threads together
39 Conclusions ERO recognises leadership in and across a range of settings To acknowledge the different settings we use different approaches Leadership is a key contributing factor to the quality of delivery Leadership is contextual Notions of leadership are continually changing
40 He aha te mea nui o te ao? He tangata! He tangata! He tangata! What is the most important thing in the world? It is people! It is people! It is people!
2014 Tāwera Scholarship. Te Pūtea Whakatupu Trust Business/Management Undergraduate Scholarship
2014 Tāwera Scholarship Te Pūtea Whakatupu Trust Business/Management Undergraduate Scholarship Kaupapa: Te Pūtea Whakatupu Trust was established to promote Māori education, training, and research. It achieves
More information2015 MĀORI EDUCATION TRUST 2015 ROSE HELLABY POSTGRADUATE SCHOLARSHIP
Name: 2015 MĀORI EDUCATION TRUST Tēnā koe e tono nei mō Ngā Karahipi Māori 2015. Tēnā hoki koe e whai i te huarahi mātauranga hei hāpai i a koe, to whānau, to iwi, otirā, te ao Māori. He huarahi tēnei
More informationKaitātari Pakihi Business Analyst
Kaitātari Pakihi Business Analyst Te Puni: Reports to: Location: Te Puni Tautoko Whakahaere - Organisational Support Kaihoahoaina Pārongo - Information Architect Tari Matua, Te Whanganui a Tara - National
More informationBachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses
New Zealand Tertiary College T E R T I A R Y C O L L E G E S G R O U P Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses Stage One B101 Introduction to Early Childhood Education
More informationCharter 2015-2017. School No: 2971
Charter 2015-2017 School No: 2971 Rapaura School Community Rapaura School is a full primary school situated amongst the vineyards of Marlborough, north west of Blenheim. The well-kept grounds and rural
More informationMental Health Nursing
Partnership, Voice, Excellence in Mental Health Nursing Standards of Practice for Mental Health Nursing in Aotearoa New Zealand Te Ao Märamatanga New Zealand College of Mental Health Nurses Inc. Standards
More informationROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
More informationTATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
TATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS KA HIKITIA Managing for Success MANAGING FOR SUCCESS KA HIKITIA - MAORI ACHIEVING EDUCATION SUCCESS - AS MAORI 2 FOREWORD E ngä iwi, tënä
More informationGuidelines for the appointment to the Community of Schools Leadership role 1 in Secondary Schools
Guidelines for the appointment to the Community of Schools Leadership role 1 in Secondary Schools These guidelines provide advice about the Community of Schools Leadership role ( the role ) and have been
More informationPartnership, Voice & Excellence
Partnership, Voice & Excellence Te Ao Māramatanga (College of Mental Health Nurses) Māori Caucus Te Rau Matatini-National Māori Health Workforce Development Organisation. Māori Mental Health Nursing: Growing
More informationTātaiako - Cultural Competencies for Teachers of Māori Learners:
Tātaiako - Cultural Competencies for Teachers of Māori Learners: A resource for use with the Graduating Teacher Standards and Registered Teacher Contents Introduction... 1 Purpose of this material... 1
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand College of Early Childhood Education Limited Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report:
More informationTe Tohu Paetahi Ako. Bachelor of Education (Teaching)
Te Tohu Paetahi Ako Bachelor of Education (Teaching) NGĀ UARA TIKA PONO AROHA Manaakitanga Hāpaihia te mana o te akonga, te manuhiri, te hāpori, tētahi ki tētahi Manaakitanga acknowledges our responsibility
More informationNational Diploma in Teaching (Early Childhood Education, Pasifika) (Level 7)
NZQF NQ Ref 0983 Version 4 Page 1 of 11 National Diploma in Teaching (Early Childhood Education, Pasifika) (Level 7) Level 7 Credits 360 Purpose The National Diploma in Teaching (Early Childhood Education,
More informationThe umbrella represents the holistic framework of Health Promoting Schools under which any wellbeing issue can be addressed.
The umbrella represents the holistic framework of Health Promoting Schools under which any wellbeing issue can be addressed. Acknowledgment to the support agencies who have assisted in the planning and
More informationMission Heights Junior College Flat Bush, Auckland. Confirmed. Education Review Report: Arotake Paerewa
Mission Heights Junior College Flat Bush, Auckland Confirmed Education Review Report: Arotake Paerewa Kumēa te paetawhiti kia tata Whakamaua te paerewa kia tīna Tukuna te paehiranga kia topa! Education
More informationLearning & Behaviour Service TOOLKIT. Resource Teacher
Learning & Behaviour Service TOOLKIT Resource Teacher INTRODUCTION TO PROFESSIONAL PRACTICE SECTION This section of the toolkit describes what RTLB practice looks like. It describes how this practice
More informationJOB TITLE: Community Manager, Mental Health & Addiction Services
JOB TITLE: Community Manager, Mental Health & Addiction Services 1. PURPOSE OF POSITION The Community Manager will work in partnership with the area Clinical Leads, Clinical Director and Clinical Services
More informationVersion 2.0 July 2015. NZQA 125 The Terrace PO Box 160 Wellington 6140
Version 2.0 July 2015 NZQA 125 The Terrace PO Box 160 Wellington 6140 2 Table of contents 1. Introduction... 4 2. The New Zealand Qualifications Framework... 5 3. Quality Assurance... 6 3.1 Te Hono o Te
More informationNursing in Aotearoa New Zealand: A Definition
Nursing in Aotearoa New Zealand: A Definition Reproduction of material 2010 This material is copyright to the New Zealand Nurses Organisation. Apart from any fair dealing for the purpose of private study,
More informationGoal 3: Financial Literacy and Savings. Snapshot of financial literacy services for Mäori. Te Mängai Penapena Pütea Partner Working Group
Goal 3: Financial Literacy and Savings Snapshot of financial literacy services for Mäori Te Mängai Penapena Pütea Partner Working Group 2 The Financial Literacy and Savings Partner Working Group - Te Mängai
More informationTo investigate issues related to inclusive education in order to increase meaningful participation in reducing exclusion of diverse learners.
To investigate issues related to inclusive education in order to increase meaningful participation in reducing exclusion of diverse learners. Author: Angela Funaki, Dawson Primary Sabbatical: Term 2, 2015
More informationQueens High School Education Review Report
Queens High School Education Review Report 26/06/2009 About The School The Education Review Office (ero) Evaluation The Focus Of The Review Areas Of National Interest Board Assurance On Compliance Areas
More informationJOB TITLE: Clinical Psychology Intern
JOB TITLE: Clinical Psychology Intern 1. PURPOSE OF POSITION To provide assessment and treatment to clients referred for Clinical Psychology Services within the Adult Mental Health Service and Child &
More informationHealth Services Regional Manager Position Description. September 2014. NZAF Health Services Admin and Therapeutic Staff
Health Services Regional Manager Position Description September 2014 Location: Hours of Work: Responsible to: Burnett Centre, Auckland 0.8FTE 30 Hours General Manager Operations Responsible for: NZAF Health
More informationBEST PRACTICE NOTE LANDSCAPE ASSESSMENT AND SUSTAINABLE MANAGEMENT 10.1 NZILA. Members Documentation
BEST PRACTICE NOTE LANDSCAPE ASSESSMENT AND SUSTAINABLE MANAGEMENT 10.1 NZILA Members Documentation Background In August 2008, the New Zealand Institute of Landscape Architects (NZILA) Education Foundation
More informationVygotsky in Education in Aotearoa
Vygotsky in Education in Aotearoa Exploring the possibilities of weaving Mātauranga Māori / indigenous thinking with Vygotsky s Theory of Development and how the two theories can co-exist Mā te areare
More informationGuide for Schools and Kura
Community of Schools Guide for Schools and Kura Investing in Educational Success Community of Schools Guide for Schools and Kura 2 Purpose of this Guide 2 Background 2 Investing in Educational Success
More informationWhat is sociocultural assessment? He aha te aromatawai ahurea papori?
Kei Tua o te Pae Assessment for Learning: Early Childhood Exemplars 2 What is sociocultural assessment? He aha te aromatawai ahurea papori? Introduction He kupu whakataki 2 Empowerment Whakamana 2 Holistic
More informationNew Zealand Kindergartens Te Putahi Kura Puhou O Aotearoa Inquiry into Pacific languages in early childhood education
New Zealand Kindergartens Te Putahi Kura Puhou O Aotearoa Inquiry into Pacific languages in early childhood education Submission to the Education and Science Committee June 2012 1 Index Introduction.....3
More informationWorking in special education. Psychologist in Education
Working in special education Psychologist in Education Meet Kahu Flutey, an educational psychologist in Wellington Kahu Flutey has worked as a registered educational psychologist for the Ministry of Education
More informationUCL Personal Tutoring Strategy
APPENDIX AC 3/32 (09-10) UCL Personal Tutoring Strategy Recognising that UCL s commitment to provide its students with a first-rate learning experience encompasses both academic and personal dimensions,
More informationSelf review guidelines for ECE
Self review guidelines for ECE For an organisation to grow and improve the quality of its services it is important it monitors its performance. Ngā Arohaehae Whai Hua/Self-review Guidelines for Early Childhood
More informationLEADERSHIP AND MANAGEMENT DEVELOPMENT: SKILLS AND ATTRIBUTES
Leadership and Management Development - 1 The University of Waikato Leadership and Management Development Programme LEADERSHIP AND MANAGEMENT DEVELOPMENT: SKILLS AND ATTRIBUTES Professional Development
More informationCLINICAL MIDWIFE EDUCATOR BASE MATERNITY UNIT. FUNCTION: Taranaki District Health Board. DATE: September 2012
CLINICAL MIDWIFE EDUCATOR BASE MATERNITY UNIT 1. POSITION JOB TITLE: Clinical Midwife Educator REPORTS TO: Clinical Midwife Manager TDHB Base and Hawera Maternity Units FUNCTION: Taranaki District Health
More informationThe Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency
The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency By Tabitha Gaylyn Kura McKenzie A thesis submitted for the degree of Doctor of Philosophy at Victoria University
More informationSelf Assessment Tool for Principals and Vice-Principals
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
More informationLeads pedagogical practice. Promotes professional learning
Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and
More informationScience in The New Zealand Curriculum: Years 5 to 8. May 2012. www.ero.govt.nz
Science in The New Zealand Curriculum: Years 5 to 8 May 2012 www.ero.govt.nz Foreword The whakataukī of the (ERO) demonstrates the importance we place on the educational achievement of our children and
More informationFramework and Resources for Early Childhood Education Reviews
Framework and Resources for Early Childhood Education Reviews Education Reviews in Early Childhood Education Services Contents 1 Introduction 1 The purpose of this framework ERO s approach to early childhood
More informationDevelopment of a New Intensive Wrap-around Special Education Service and Consultation on the Future Role of Residential Special Schools
Development of a New Intensive Wrap-around Special Education Service and Consultation on the Future Role of Residential Special Schools a consultation document May, 2012 Contents Introduction... 3 Section
More informationGuidelines for Researchers on Health Research Involving Māori VERSION 2
Guidelines for Researchers on Health Research Involving Māori 2010 VERSION 2 Health Research Council of New Zealand Published in 2010 by the Health Research Council of New Zealand PO Box 5541, Wellesley
More informationCertificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook
Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook February 2014 TABLE OF CONTENTS INTRODUCTION... 4 PROGRAMME OVERVIEW... 5
More informationcurriculum for excellence building the curriculum 2 active learning a guide to developing professional practice
building the curriculum 2 active learning a guide to developing professional practice > SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS building the curriculum
More informationJOB TITLE: Clinical Psychologist, Acute Services and South CMH Team
JOB TITLE: Clinical Psychologist, Acute Services and South CMH Team 1. PURPOSE OF POSITION This position will provide Clinical Psychologist services across the Mental Health Acute Services and the South
More informationVALUING VOLUNTEERING A SUMMARY: THE ROLE OF VOLUNTEERING IN SUSTAINABLE DEVELOPMENT. VSO/Peter Caton
VALUING VOLUNTEERING A SUMMARY: THE ROLE OF VOLUNTEERING IN SUSTAINABLE DEVELOPMENT 2015 VSO/Peter Caton A summary: the role of volunteering in sustainable development. Valuing Volunteering is a groundbreaking
More informationReading Recovery in New Zealand: Uptake, implementation, and outcomes, especially in relation to Mäori and Pasifika students
Reading Recovery in New Zealand: Uptake, implementation, and outcomes, especially in relation to Mäori and Pasifika students Sue McDowall, Sally Boyd, and Edith Hodgen, with Toni van Vliet NEW ZEALAND
More informationPOLICY Personal Academic Tutoring Policy
POLICY Personal Academic Tutoring Policy Contact Officer Director of Quality and Educational Development Purpose The University is committed to providing an outstanding educational experience as identified
More informationKa möhio, ka matau, ka ora: He ia körero. Effectiveness for Mäori Measurement and Reporting Framework: A resource for State Sector Agencies
Mätauranga Knowledge Ka möhio, ka matau, ka ora: He ia körero Effectiveness for Mäori Measurement and Reporting Framework: A resource for State Sector Agencies Mä te rongo, ka möhio; Mä te möhio, ka märama;
More informationThe New Zealand TEC - A Model For Success!
Position Title Group/Team Location Reports to HR reference Investment Manager PTE & CE Investment Operations Wellington Manager PTE & CE Investment Tertiary Education Commission Te Amorangi Matauranga
More informationTe Whàriki. He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa. Early Childhood Curriculum. Ministry of Education. Learning Media Wellington
Te Whàriki He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa Early Childhood Curriculum Ministry of Education Learning Media Wellington Published for the Ministry of Education by Learning Media Limited,
More informationLibrarian (Reading Services/ Online Services)
Librarian (Reading Services/ Online Services) National Library, Information and Knowledge Services The Librarian is responsible for delivering Reading Services and /or Online Services to agreed standards
More informationReporting to: Director Policy, Policy Group Location: Wellington Salary range: Policy Band J
Policy Manager Policy Group, Policy, Regulatory and Ethnic Affairs Branch The DIA Policy Group is responsible for policy and ministerial servicing relating to the Internal Affairs, Local Government, Community
More informationCOMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department
COMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department Professional Review and Development for Teachers: Self-Evaluation: The Standard for Leadership
More informationCareer Education and Guidance in New Zealand Schools
Career Education and Guidance in New Zealand Schools Career Education and Guidance in New Zealand Schools is published on The New Zealand Curriculum website at http://nzcurriculum.tki.org.nz/careers. This
More informationThe Standards for Leadership and Management: supporting leadership and management development December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
More informationYour teaching career A guide to provisional registration
Our Vision Ü ki te ako, tü tangata ai apöpö. Excel in teaching so our learners will excel in the future. Our Mission To set, maintain and promote standards of excellence in teaching. Contents Welcome to
More informationICT Strategic Framework for Education SUPPORTING LEARNING IN A CONNECTED SECTOR THROUGH THE SMART USE OF ICT
ICT Strategic Framework for Education 2006 07 SUPPORTING LEARNING IN A CONNECTED SECTOR THROUGH THE SMART USE OF ICT ISBN: 0-478-13605-6 Published by: The Ministry of Education, on behalf of the education
More informationYOUR GUIDE TO EDUCATION, TEACHING, AND SPEECH AND LANGUAGE THERAPY TEACHING: EARLY CHILDHOOD EDUCATION, PRIMARY, SECONDARY, TE AHO TĀTAIRANGI.
YOUR GUIDE TO EDUCATION, TEACHING, AND SPEECH AND LANGUAGE THERAPY TEACHING: EARLY CHILDHOOD EDUCATION, PRIMARY, SECONDARY, TE AHO TĀTAIRANGI. SPEECH AND LANGUAGE THERAPY EDUCATION: HUMAN DEVELOPMENT,
More informationThe University of Reading. e-learning Strategy 2005-2010
The University of Reading e-learning Strategy 2005-2010 This strategy has been approved by the University Board for Teaching and Learning and noted by the Information Strategy Committee in June 2005. The
More informationGradDipECTch (Early Childhood) College of Education, Health and Human Development, 2016. Imagine. Education, Health and Human Development
GradDipECTch (Early Childhood) College of Education, Health and Human Development, 2016 Imagine. Education, Health and Human Development Graduate Diploma in Early Childhood Teaching (EC) The GradDipECTch
More informationIntroduction. Purpose
Introduction The Learning and Teaching Strategy outlines Victoria University s commitment to high standards of learning and teaching. It outlines ways in which these standards are identified, maintained
More informationCommunications strategy refresh. January 2012. 1 c:\documents and settings\mhln.snh\objcache\objects\a654473.doc
Communications strategy refresh January 2012 1 c:\documents and settings\mhln.snh\objcache\objects\a654473.doc Contents 1. Introduction p 3 a. SNH: corporate aims and objectives b. SNH and communications
More informationINSPIRING THE FUTURE OF MENTAL HEALTH AND ADDICTIONS IN NEW ZEALAND: The Blueprint Executive Leadership and Management Programmes
INSPIRING THE FUTURE OF MENTAL HEALTH AND ADDICTIONS IN NEW ZEALAND: The Blueprint Executive Leadership and Management Programmes Sally Pitts-Brown, Chief Executive Officer, Blueprint Centre for Learning,
More informationSenior Advisor Change and Benefits Management
Senior Advisor Change and Benefits Management Your position description Your: Location Group Business unit / team Manager PDID0300 Auckland/Wellington Architecture, Design & Programme Governance Enterprise
More informationPatient and family/whanaucentred
Taranaki District Health Board Patient and family/whanaucentred care framework 2014-2017 Taranaki Together, A Healthy Community TAR ANAKI WHANUI HE ROHE OR ANGA Contents Taranaki DHB VALUES 3 Our Vision
More informationBooking Compliance and Customer Service Lead
1. PURPOSE OF POSITION The Booking Compliance and Customer Service Lead role provides assistance to all administration staff involved in Elective Services to ensure process consistency and improvement.
More informationJob Description. Director of Fundraising and Marketing
Job Title: Brand Manager Salary and Pay Band: Band F, Level 2 Hours: Job Holder: Team (Directorate/ Nation): Location: Manager: 35 hours per week Vacant Fundraising and Marketing, MS National Centre North
More informationManagers Self- Assessment Questionnaire. HWDSB Managers Self-Assessment: September 2012 1
Managers Self- Assessment Questionnaire HWDSB Managers Self-Assessment: September 0 How to Use This Self-Assessment This self-assessment questionnaire is intended to help managers focus on and evaluate
More informationJOB TITLE: Anaesthetic Technician/Nurse - Theatre
JOB TITLE: Anaesthetic Technician/Nurse - Theatre 1. PURPOSE OF POSITION To provide optimum care utilising knowledge and skills to patient s in the Theatre Department. To provide appropriate direction
More informationTe Aho o Te Kura Pounamu
Te Aho o Te Kura Pounamu Nau mai, haere mai ki Te Aho o Te Kura Pounamu Paetāwhiti e Te kāinga ō mātiro Ngā pae tata e Whakamaua kia tina TINA! ā Toi o ngā rangi e He kahurangi mo Te Aho o Te Kura Pounamu
More informationTHE AOTEAROA-NEW ZEALAND LANDSCAPE CHARTER
THE AOTEAROA-NEW ZEALAND LANDSCAPE CHARTER NEW ZEALAND INSTITUTE OF LANDSCAPE ARCHITECTS Updated version post 2010 AGM: May 2010 PREAMBLE Landscapes are the result of unique combinations of biophysical,
More informationPOSITION DESCRIPTION. Date:
POSITION DESCRIPTION Position Title: Reports To: Location Date: Enable Overview Customer Service Team Leader GM Customer Service Christchurch Enable is a partnership between Crown Fibre Holdings Limited
More informationPROFESSIONAL DEVELOPMENT OF SOCIAL SERVICE WORKERS Demonstrate self awareness for social service work
1 of 6 level: 6 credit: 12 planned review date: June 2006 sub-field: purpose: entry information: accreditation option: moderation option: Social Services People credited with this unit standard are able
More informationHow To Write An Addiction Intervention Competency Framework
Addiction Intervention Competency Framework A competency framework for professionals specialising in Problem Gambling, Alcohol and other Drug and Smoking Cessation intervention May 2011 Acknowledgement
More informationMidland Regional Addiction Services
Midland Regional Addiction Services Prepared By: Belinda Walker and Eseta Nonu-Reid Context To provide MRCGN with an understanding of what services Midland funds regionally for future investment strategies
More informationHEALTH PROMOTION AGENCY S EARLY INTERVENTION ADDICTION PLAN 2013 2017
HEALTH PROMOTION AGENCY S EARLY INTERVENTION ADDICTION PLAN 2013 2017 ACKNOWLEDGEMENT The development of the Health Promotion Agency s Early Intervention Addiction Plan 2013 2017 would not have been possible
More informationB.29[15c] Education for Māori: Relationships between schools and whānau
B.29[15c] Education for Māori: Relationships between schools and whānau Office of the Auditor-General PO Box 3928, Wellington 6140 Telephone: (04) 917 1500 Facsimile: (04) 917 1549 Email: reports@oag.govt.nz
More informationINTENT MINISTRY OF EDUCATION STATEMENT OF. Presented to the House of Representatives pursuant to section 39 of the Public Finance Act 1989
E.1 SOI (2014/15) MINISTRY OF EDUCATION STATEMENT OF INTENT 2014 2018 Presented to the House of Representatives pursuant to section 39 of the Public Finance Act 1989 Published by the Ministry of Education,
More informationPerformance Development Review Health Improvement Advisor
Performance Development Review Health Improvement Advisor Organisation Values: Compassion; show compassion; Attitude: have a will-do attitude; Responsiveness: be responsive; Excellence: strive for excellence
More informationAshton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?
Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your
More informationStrategic Plan 2011 2012 to 2014 2015. Working Together for Australian Sport
Strategic Plan 2011 2012 to 2014 2015 Working Together for Australian Sport Strategic Plan 2011 2012 to 2014 2015 Working Together for Australian Sport Australian Sports Commission 2011 Ownership of intellectual
More informationONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE
ONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE undergraduate programmes one year course fashion image & styling intensive 02 Brief descriptive summary Over the past 80 years Istituto Marangoni has
More informationJOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college.
JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive
More informationCommunications Strategy
Communications Strategy 2014-2017 Classification: Internal/Stakeholder 1. Introduction Good communication is central to the perception of City Property (Glasgow) LLP and our credibility. It is at the core
More informationSFHGEN98 Promote effective communication in a healthcare environment
Promote effective communication in a healthcare environment Overview This standard is about promoting effective written and verbal communication with individuals in a healthcare environment. You will be
More informationNational Manager Online Services for Schools
National Manager Online Services for Schools National Library, Information and Knowledge Services The National Manager Online Services for Schools is responsible for providing strategic and operational
More informationPosition Description
Position Description Position details: Title: Reports to: Reports professionally to: Date: Nurse Educator General Medicine Nurse Unit Manager General Medicine Nurse Unit Manager General Medicine November
More informationQuality Assuring Mātauranga Māori Qualifications and Courses. Consultation Summary Report
Quality Assuring Mātauranga Māori Qualifications and Courses Consultation Summary Report Consultation Mātauranga Māori Quality Assurance Model: Analysis of Feedback In March-May 2010, NZQA consulted with
More informationJob Grade: Band 5. Job Reference Number:
Job Title: Business Analyst Job Grade: Band 5 Directorate: Job Reference Number: People and Transformation P01216 The Role: This is a challenging role working with and across all services to support the
More informationCOMMUNITY OCCUPATIONAL THERAPIST MENTAL HEALTH AND ADDICTIONS SERVICES
1. POSITION COMMUNITY OCCUPATIONAL THERAPIST MENTAL HEALTH AND ADDICTIONS SERVICES JOB TITLE: Community Occupational Therapist REPORTS TO: Team Leader Community Mental Health Professional standards- Occupational
More informationJOB TITLE: Administration Assistant, Planning and Funding
JOB TITLE: Administration Assistant, Planning and Funding 1. PURPOSE OF POSITION The primary purpose of this position is to provide comprehensive and timely administration support to the Planning and Funding
More informationGOVERNMENT INTERNAL AUDIT COMPETENCY FRAMEWORK
GOVERNMENT INTERNAL AUDIT COMPETENCY FRAMEWORK March 2007 Government Internal Audit Profession This framework has been compiled by the Assurance, Control and Risk Team and the PSG Competency Framework
More informationPersonal Development Planning and eportfolio. Student Guide
Personal Development Planning and eportfolio Student Guide 1 Introduction PDP helps you to develop the skills you need to take responsibility for your learning, development and career progression. Engaging
More informationUNIT TITLE: External factors influencing a small business (AS90838) YEAR: 11 CURRICULUM LEVEL/S: 6 DURATION: 4-5 weeks
Studies Unit Planner UNIT TITLE: External factors influencing a small business (AS90838) YEAR: 11 CURRICULUM LEVEL/S: 6 DURATION: 4-5 weeks Introduction This is a study about how external factors influence
More informationWhāia Te Ao Mārama: The Māori Disability Action Plan for Disability Support Services. 2012 to 2017
Whāia Te Ao Mārama: The Māori Disability Action Plan for Disability Support Services 2012 to 2017 Citation: Ministry of Health. 2012. Whāia Te Ao Mārama: The Māori Disability Action Plan for Disability
More information360 feedback. Manager. Development Report. Sample Example. name: email: date: sample@example.com
60 feedback Manager Development Report name: email: date: Sample Example sample@example.com 9 January 200 Introduction 60 feedback enables you to get a clear view of how others perceive the way you work.
More informationWorking in special education. Adviser on Deaf Children
Working in special education Adviser on Deaf Children Meet Nicki Young, an Adviser on Deaf Children in Hawke s Bay Nicki Young works for the Ministry of Education as an Adviser on Deaf Children (AODC).
More informationNZQA registered unit standard 27077 version 2 Page 1 of 5
Page 1 of 5 Title Describe approaches to, and models of, addiction intervention, and contribute to the application of one model Level 4 Credits 6 Purpose People credited with this unit standard are able
More informationJOB TITLE: Clinical Nurse Specialist, Paediatric Diabetes
JOB TITLE: Clinical Nurse Specialist, Paediatric Diabetes 1. PURPOSE OF POSITION The Nurse Specialist as part of a multidisciplinary team is responsible for providing specialist education and coordination
More information